ABSTRACT
The provenance and growth of the use of the term inclusion is difficult to locate. In the UK, the term is frequently cited in government policy-making, regardless of the difficulties of establishing specific meaning. More recently, in England, the concept of inclusion has been extended from special educational needs to encompass disability (SEND), but this designation is to embrace the needs of all so-called 'vulnerable groups', among children, young people and adults. This reflects a view that properly inclusive approaches involve moving away from a deficit model of learners with SED and disabilities as 'problems', in favour of a model where differences between children and between adults are celebrated as resources for learning. In itself, inclusion can stop at mere 'integration' due to attitudinal barriers, as identified by J. Glazzard, who suggests some pupils may, in effect, be taught separately from their peers although co-located in a shared school.
